Losing Voice

Educational Management Organizations and Charter Schools’ Educational Programs

Datos Bibliográficos

ID9729301
AutoresKatrina E Bulkley (0000-0002-7157-2458, Rutgers, the State University of New Jersey, autor de correspondencia), Katrina Bulkley (Rutgers, the State University of New Jersey)
Año2005
Volumen37
Número2
Páginas204-234
Fecha de publicación2005-02-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124504271984
OpenAlexW1988021355
IdiomaEN
Citas recibidas11
Referencias citadas17

Charter schools are one form of decentralizing public education by shifting power into the hands of school stakeholders by providing them with more “voice” in day-to-day decisions. However, the increasing involvement of educational management organizations (EMOs) as managers of charter schools raises newquestions about the influence of school stakeholders. This exploratory study examines the experiences of three very different EMOs and two schools operated by each company. Specifically, the author describes the role of each company in the development of the educational programs in the schools it manages. The three companies varied in the extent to which they limited school stakeholder “voice.” The analysis builds toward a greater understanding of the impact of EMOs on decentralization, including an exploration of the power of charter schools in the EMO-school relationship that examines how “exit” from the EMO-school relationship may provide power in a way that “voice” does not

Business · Charter · Charter school · Decentralization · Exploratory research · Medical education · Pedagogy · Political science · Power (physics · Public relations · Social science · Sociology · Stakeholder · Diverse Education Studies and Reforms · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance